It is my job as an art educator to address and validate my students’ interests and needs through what I teach them. I choose to include inspiring artists hailing from diverse backgrounds, value building cross curricular connections, and aim to create relatable/ exciting content to which students can connect. I feel that this inspires students to think critically and creatively. My approach is very student centered. If lessons are designed with enduring understandings to which students feel intrigued by and connected to, then they will want to explore these concepts more in depth. For example, if I were to introduce a lesson that examines community, the discussion might start on the topics with which the student is familiar with, such as loved ones, school environment, and neighborhoods. Community makes up many different aspects of our lives, and it is composed of many different threads and textures. Students could be given the opportunity to extend their possible notions of the topic working with a weaving project. In connecting the big idea of community to the medium of weaving, students will explore the topic hands on. Students can feel confident and unafraid to voice their ideas in my art classroom. Based on the subject of art, students can understand that there are multiple ways to answer a question. It is important for educators to encourage the exploration of many perspectives. Providing opportunities for collaboration and a democratic classroom climate can help emphasize to students that the world is not limited to binaries. For example, to get a second grader excited about an artwork, I might have them place themselves within the scene and encourage them to talk about it. In this type of class discussion and game-play, students are asked to form theories and concepts of their own while respectfully acknowledging others’ opinions. There are no definitive answers in this activity. An art class environment, curriculum, and teacher’s attitude should reflect not only on the multiplicity of the subject but on the intricacy of all things. When students appreciate that art is subjective, they can begin to unravel greater concepts such as tolerance and love.